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Physical Therapists' Perceptions of School-Based Practices.

Sheryl L Holt¹, Janice Kuperstein², Susan K Effgen³

¹a 1 Physical Therapy Division, Wheeling Jesuit University , Wheeling, WV, USA.

Physical & Occupational Therapy in Pediatrics

|November 15, 2014

Summary

This summary is machine-generated.

School-based physical therapists strive to meet students' educational needs, but face challenges with workloads and defining their role. Success depends on therapist expertise, teamwork, and district support for effective practice.

Keywords:

Actual practices ideal practices related services school-based physical therapy

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Area of Science:

Pediatric Physical Therapy
Educational Psychology
Healthcare Management

Background:

Most school-based physical therapists report that ideal practices are not consistently implemented.
A deeper understanding of these perceptions is needed.

Purpose of the Study:

To explore school-based physical therapists' perceptions of their practice through open-ended inquiry.
To gain in-depth insights into the challenges and successes of school-based physical therapy.

Main Methods:

Qualitative data collected from 250 voluntary open-ended responses to a survey on school-based physical therapy.
Interpretive phenomenology used for data analysis.

Main Results:

Six themes emerged: meeting student needs, team collaboration, professional identity, workload management, inter-agency coordination, and understanding the educational model.
Therapists aim to address educationally relevant physical therapy needs for students aged 3-21.

Conclusions:

Therapist expertise, team dynamics, and district support are crucial for successful school-based physical therapy.
School-based physical therapists are dedicated to meeting students' diverse needs within the educational system.